Does media affect learning: where are we now?     

Hastings  Nancy B.  Tracey  Monica W. 《TechTrends》2005,49(2):28-30

TechTrends - A careful review of the arguments and counter arguments presented by Clark (1983; 1994) and Kozma (1991; 1994), responses published in the past 20 years (Jonassen, Campbell &...  相似文献   

Inside the ‘body box’: exploring feedback in higher education     

Monica Pentassuglia 《Assessment & Evaluation in Higher Education》2018,43(5):683-696

In recent years, educational research has paid special attention to teachers’ practical-operative experience. The growing interest in the concept of practice within workplace settings has become a turning point in sociological, anthropological and educational studies. The present study aims to explore lecturers’ perceptions and conceptions of feedback and their daily professional practice, with a focus on the use of body movement while providing feedback during the class. Even though educational research has paid a lot of attention to the concepts of practice and performance, there are very few studies that consider the main actor included in the definition of those concepts: the body. Methodologically this exploratory case study uses a mixed methods approach. Results identified two types of issues: the first one concerns the relation between lecturer and students during the feedback practice; the second one concerns the internal coherence of lecturers between the kind of verbal feedback they provide during the lesson and how at the same time they act bodily.  相似文献   

Down Syndrome Temperament: The Stereotype at Middle Childhood and Adolescence     

Pat Gunn  Monica Cuskelly 《International Journal of Disability, Development & Education》1991,38(1):59-70

MOTHERS AND TEACHERS of 94 children (53 boys) with Down syndrome, between 8 and 14 years of age, rated the children on a temperament scale and provided an overall impression as to whether the child was difficult in comparison with other children. Maternal ratings on the Middle Childhood Questionnaire showed significant differences from standardization scores. Children with Down syndrome were given ratings as less active, more predictable, of more positive mood, less persistent, and more distractible. Some of these dimensions favour the amiable personality stereotype for the syndrome but low persistence was associated with maternal impressions of difficulty. There was little agreement between mothers and teachers regarding the individual children who were rated as being significantly easier or more difficult than other children. Results with a subgroup (n = 32) showed that externalizing behaviours were significantly related to both mother and teacher impressions of difficulty and that mothers also found intense, active, distractible behaviour difficult.  相似文献   

“Facebook Official,” “Hooking Up,” “Friends with Benefits”: Decoding the Terminology,Relationship Status,and Sexual Behaviors of Female College Students to Best Target Health Needs     

Alice R. Richman  Monica C. Webb  Lesley Eicher  Phyllis Adams  Jamie Troutman 《American journal of sexuality education》2017,12(2):136-147

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Predictors of Help‐Seeking Attitudes in College Student Service Members and Veterans     

Melissa A. Noble  Lisa F. Platt  Monica Leppma 《Journal of College Counseling》2021,24(1):36-48

We explored predictors of attitudes toward psychological help seeking among 103 student service members and veterans (SSM/V). Results showed that self‐stigma, public stigma, and gender significantly predicted attitudes toward psychological help seeking. A test of mediation revealed that self‐stigma fully mediated the relationship between public stigma and attitudes toward psychological help seeking. Implications for college counseling professionals who serve SSM/V are discussed.  相似文献   

Outreach initiatives operated by universities for increasing interest in science and technology     

Lena Gumaelius  Monica Almqvist  Anna Árnadóttir  Anders Axelsson  J. Alberto Conejero  José P. García-Sabater 《European Journal of Engineering Education》2016,41(6):589-622

ABSTRACT

Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students.  相似文献   

Reading and summarizing challenging texts in first and second languages     

Alister Cumming  Jacques Rebuffot  Monica Ledwell 《Reading and writing》1989,1(3):201-219

The thinking processes of 14 adult Anglophone students of French performing challenging reading and summarizing tasks were compared in their first and second languages. Individuals proved to use equivalent proportions of higher-order problem solving strategies while writing and reading in both languages. These varied with people's levels of literate expertise in their mother tongue, correlating with the qualities of written summaries they produced in both languages. Uses of these problem solving strategies appeared unrelated to participants' levels (beginning and intermediate) of second language proficiency. Analyses of the verbal reports reveal thinking processes which are common to reading and summary writing in first and second languages but which appear to vary with people's literate expertise and relevant knowledge. Findings are interpreted in relation to Cummins' (1984) theories of the cross-linguistic interdependence of cognitive-academic skills and Van Dijk and Kintsch's (1983) model of discourse comprehension. Implications are drawn for theories of bilingual cognition, further research, and instruction in second language reading and writing.  相似文献   

Formative Interventions for Expansive Learning and Transformative Agency     

Annalisa Sannino  Yrjö Engeström  Monica Lemos 《学习科学杂志》2016,25(4):599-633

This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all 3 interventions, learners expansively transformed the object of their activity. The Change Laboratory cases, however, show that this learning process included productive deviations from the researchers’ instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together these cases illustrate that an activity-theoretical formative intervention approach differs from design-based research in the following ways: (a) formative interventions are based on design done by the learners; (b) the collective design effort is seen as part of an expansive learning process including participatory analyses and implementation phases; (c) rather than aiming at transferable and scalable solutions, formative interventions aim at generative solutions developing over lengthy periods of time both in the researched activities and in the research community.  相似文献   

Exploring employee perceptions of Six Sigma as a change management program in higher education     

Monica Davis  Matthew Fifolt 《Journal of Higher Education Policy & Management》2018,40(1):81-93

Change initiatives in higher education are frequently guided by an institutional change management program which provides employees with a framework and set of skills to better understand problems and facilitate change at the organisational level. In this paper, we explore employee perceptions of Six Sigma as a tool for facilitating change at one public institution of higher education in the southeast United States. Unlike previous research studies that focused on specific results of change initiatives using Six Sigma, our research team considered how individuals, trained in the implementation of Six Sigma techniques and strategies, viewed the potential of the Six Sigma model to enact and sustain change initiatives in a higher education setting. In this case study, we describe Six Sigma as a change management program in higher education based on Lewin’s Three-Phase Model of Change.  相似文献   

Gender differences in reading performance on documents across countries     

Rosén  Monica 《Reading and writing》2001,14(1-2):1-38

Females are known to excel over males in most reading tasks, but notconsistently so in tasks that require processing information from maps,tables, charts and diagrams, so called `Documents'. The IEA ReadingLiteracy data provides possibilities to investigate gender differencesacross countries in such tasks in two age groups, 9-year-olds and14-year-olds. The general question about cultural influences vs. aninvariant pattern of gender differences is of great interest for genderresearch, and central in this study. The aim of the paper is to describeand analyze gender differences on Document tasks, and investigate if andhow the pattern of differences varies over countries. Another aim is todemonstrate the power of using a multivariate analysis technique bycontrasting it against traditional univariate approaches. The univariateanalysis indicates female advantage as the most common in the youngergroup and a mixed pattern in the older. The multivariate analysisindicate that Document tasks are not unidimensional, because bothgeneral and specific dimensions can be extracted from the raw scores.The traditional univariate analysis often disguised true patterns ofdifferences in the data, both in terms of country differences and interms of the direction of the gender differences. Raw score differencesbetween the genders proved to be due to differences in both general andpassage specific dimensions. Ten of the countries showed genderdifferences in both directions in the general dimension among9-year-olds, while an almost consistent pattern of female advantage wasfound among 14-years-olds. Many of the specific passage dimensionsturned out to favor either males or females. This complex pattern variedover both age groups and across countries, although commonalities in thepattern among subgroups of countries were common.  相似文献